How Bias in Professors Can Affect Students

In educational spaces, fairness and equal opportunity are expected by default. After all, classrooms are meant to be places where students grow based on their hard work, curiosity, and dedication. But the reality can sometimes be more complicated. One factor that often goes unnoticed, yet significantly shapes the student experience, is bias from professors.

Bias doesn’t always come with loud, obvious signs. It can be subtle—a slight change in tone, a lack of encouragement, or uneven attention. It may not even be intentional. But the impact it has on students can be long-lasting and deep.

Let’s say a professor consistently engages more with a particular group of students—maybe those who speak more confidently in class, or those who belong to a certain background or gender. Meanwhile, others who are equally capable find themselves overlooked. Over time, those students may begin to feel invisible. Even if they start the course with enthusiasm, they might lose motivation when they realize their efforts aren’t being recognized in the same way.

These kinds of patterns can influence academic performance. Students who feel judged or less supported might hesitate to ask questions, or feel discouraged from participating in class discussions. Their academic confidence starts to shrink, not because they lack ability, but because they don’t feel they are on equal footing. It becomes a mental battle—one they didn’t sign up for when they entered the classroom.

Bias can also show up in how professors give feedback. For example, harsher criticism for one student and more lenient responses for another—even if their work is of similar quality—can lead to a skewed understanding of one’s strengths and weaknesses. Some students may be pushed harder, while others may never be given the chance to improve. Over time, these differences add up, affecting how students perceive their own potential and performance.

The emotional toll of such experiences can be heavy. Feeling excluded or underestimated can lead to self-doubt, anxiety, or even a sense of isolation. For students coming from underrepresented or marginalized communities, this can reinforce existing challenges. They may already be fighting battles outside the classroom, and bias in the classroom adds one more layer to that struggle.

It’s also important to recognize that professors often hold a great deal of influence over students’ futures. From writing recommendation letters to selecting students for research projects or internships, their opinions matter. When bias creeps into these decisions, it can affect who gets certain opportunities and who doesn’t. And the most troubling part is that the student being passed over might never even realize what they missed.

Addressing this issue doesn’t mean pointing fingers at educators or assuming bad intentions. In most cases, bias is unconscious. It’s shaped by years of social conditioning, personal experience, and even habits people aren’t aware they have. But being unintentional doesn’t mean it’s harmless. The key is awareness.

Educational institutions can play a role by offering regular training and workshops on unconscious bias. Encouraging anonymous student feedback and creating open channels for discussion can also help professors become more self-aware. On the other side, students should be encouraged to speak up if they feel unfairly treated. Building a classroom culture of openness and mutual respect benefits everyone.

At the heart of teaching is a responsibility, not just to deliver knowledge, but to uplift and guide students. That guidance should be free from favoritism and built on understanding. Every student deserves to be seen for their effort, encouraged in their learning, and treated with fairness.

No one expects perfection, but we can all strive for awareness. When bias is recognized and addressed, classrooms become what they’re truly meant to be—spaces where everyone has an equal chance to grow, succeed, and feel valued.